) Karen Gurtler
Asperger syndrome is a developmental disorder in the autism spectrum noted as one of a distinct group of neurological disorders.
It is characterized by either a greater or a lessor degree in impaired language skills, communication skills, social skills, and repetitive patterns of behavior (National Center for Biotechnology Information, n.d.).
Differentiating symptoms of Asperger syndrome include what Cohler and Weiner (2011) refer to as “A distinctive way of thinking and acting most often characterized by unusual behavior, perseverative behavior, particular personal preoccupations, and, often, clumsy movements ” (p. 208).
Unique to Asperger syndrome is that most persons with Asperger syndrome posses average to above average intelligence (Cohler and Weiner, 2011).
The first step to diagnosing Asperger syndrome is with an assessment to include one’s developmental history and observation (Cohler and Weiner, 2011).
To further meet the criteria for Asperger syndrome, a child must demonstrate impaired social interaction, clinically significant impairment in social and occupational or other areas of functioning, restricted and repetitive stereotyped patterns of behavior, have no general delay in language, demonstrate no significance in cognitive development or self-help skills, and also not meet the criteria for other pervasive developmental disorders (Helles, Gillberg, Gillberg, & Billstedt, 2015).
The neurobiological basis for Asperger is poorly understood as evidenced by limited studies on brain anatomy, and no reliable reporting on brain images conducted of autism (McAlonen et. al., 2011).
On the other hand, increasing evidence suggests differences in the limbic circuits evidences the inability to socially or emotionally interact successfully with peers (McAlonen et. al, 2011).
Then too, people with Asperger syndrome are noted to have significantly less grey matter in the fronto-striatal and cerebellar regions and noted distributed differences in white matter (McAlonen et. al., 2011).
Treatment options for parents with a child diagnosed with Asperger syndrome include ensuring their child is provided opportunity to maintain a daily routine for meal time, school, homework, and bedtime ( McAlonen et. al., 2011).
Children with Asperger syndrome demonstrate to seeking a daily routine where expectations are clearly defined decreasing possibly daily frustration and stress (McAlonen et. al., 2011).
Another treatment option for persons with Asperger syndrome might include psychodynamic psychotherapy to help persons with Asperger syndrome to address barriers and frustrations one might experience in his or her life (Cohler & Weiner, 2011).
References
Cohler, B. J., & Weiner, T. (2011). The inner fortress: Symptom and meaning in Asperger’s syndrome. Psychoanalytic Inquiry, 31(3), 208-221. Retrieved from
Helles, A., Gillberg, C., Gillberg, I., & Billstedt, E. (2015). Asperger syndrome in males over two decades: stability and predictors of diagnosis. Journal of Child Psychology
& Psychiatry, 56(6), 711-718. Retrieved from http://web.b.ebscohost.com.proxy-library.ashford.edu/ehost/pdfviewer/pdfviewer?vid=6&sid=1ae0c2f1-799c-4b53-
a87d-86fc2627ce5d%40sessionmgr105
McAlonan, G. M., Daly, E., Kurnari, V., Chrichlug, H. D., VanAmelsvoort, I., Suckling, T., … Simmons, A. (2011). Brain anatomy and sensorimotor gating in Asperger’s
syndrome. BRAIN, 125(7), 1594-1606. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/12077008
National Center for Biotechnology Information. (n.d.). Asperger Syndrome (PMHT0024670). Retrieved from U.S. National Public Library of Medicine website:
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMHT0024670/
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I can confirm your argument based on the numerous studies.
I have gone through in explaining Asperger Syndrome as a developmental disorder in the conditional spectrum of autism, which occurs under a distinct neurological group disorders associated with higher or reduced rate of impaired language skills, social skills, communication skills, and repetitive behavior patterns.
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